It’s time to ditch the idea of “rigor” and the damage it has caused, as it is the opposite direction we want to be traveling in. Like my friend, Eliot Washer, Co-Founder of the Big Picture Learning Schools, once told me, “We don’t need rigorous learning, we need vigorous learning!” As educators, we must embrace the idea of creating vigor and vigorous learning and growth. 

First, let’s explore the definitions of both rigor and vigor. The Merriam-Webster Dictionary defines “rigor” as follows:

• Stiffness, to be stiff (e.g. rigor mortis)
• The quality of being extremely thorough, exhaustive, or accurate
• Demanding, difficult, or extreme conditions
• Harsh inflexibility in opinion, temper or judgement
• The quality of being unyielding or inflexible
• A condition that makes life difficult, challenging, or uncomfortable
• Strict precision

Now, lets take a look at Merriam-Webster and Dictionary.com’s definitions of “vigor”:

• Active bodily or mental strength or force
• Active, healthy, well-balanced growth
• Intensity of action or effect
• Strong, healthy, full of energy
• Healthy physical or mental energy or power
• Energetic activity, force of healthy growth

When reading these definitions the stark difference between these two words and their meanings is striking. The words we use shape our behaviors and actions. Is a learning experience that is inflexible, severe, harsh, strict, and unyielding actually the learning experience and environment we want for our kids? Or, do we want them to experience a VIGOROUS school and curricular experience? A learning experience that is active, healthy, well-balanced and filled with physical and mental energetic activity? The answer seems obvious. One approach makes things more difficult, hard to bear, and something to try to live through. The other is about being active, healthy, engaged and becoming powerful. 

The old refrain is “rigor, relevance, and relationships.” Unfortunately, since “rigor” was most compatible with the existing order of traditional American education, it received the most attention and work. To be more rigorous, we systematically created an unachievable amount of standards in order to graduate, tougher tests, pacing guides, and tougher curriculum. We carried out the very definition of rigor — demanding, difficult, harsh, making life more difficult for everyone in the system. 

Rigor shows up in all the efforts to create a “guaranteed and viable curriculum” which assumes a mechanical orientation to improvement, believing that a consistent and same set of inputs will produce the same outputs. Want to show you have a “good” school? Show them how damn hard and unrelenting your curriculum and pacing guides are. Then simply give lip service to relevance and relationships. Relevance goes out the door with the idea that a single “guaranteed and viable” curriculum can meet all student needs and personal interests and desires. Rigor has no room for exceptions. Relationships are the cost of true “rigor.” You can either stand with the student against the standards or with the standards against the student. Rigorous approaches choose the later, further dehumanizing the entire system.

The result of rigor is that we’re creating rigor mortis in our kids, teachers, and schools. The constant drone of sameness, of drilling and killing teachers and curriculum directors chasing the illusion that a “guaranteed and viable curriculum” (inputs) will produce consistent, high-level outcomes. Teachers are burnt out and frustrated, feeling that much of their ability to adapt to individual students and contexts has been taken away. Students, particularly in the wake of the pandemic, see and feel the inhumanity of school with its focus on an unrelenting curriculum largely asking them to learn things in decontextualized ways. Rigor also assumes a deficit mindset, dictating all the learning and approach to learning rather than growth-minded and strength-focused like vigor implies

What if American education turned away from rigor and towards vigor? What if we became an education system focused on creating a life-affirming, well-balanced, energetic growth trajectory for our students, teachers and schools? What are some things we could do to move towards a vigorous learning system and approach? 

First, we need an honest conversation about the standards. I’m all for clear standards that create a meaningful baseline that all learners need to reach. Currently, however, the ~300 standards we expect all high school graduates to know and demonstrate are all about proving one’s “rigor.” A vigorous set of standards would include standards from all aspects of life and that every reasonable American adult should know and be able to do. I believe it’s pretty hard to argue that every American needs to know and solve Algebra II formulas and pretty easy to argue that all Americans must have a grasp on basic mathematics, including statistics and probability. Our standards should reflect this more reasonable approach.

Second, to have a vigorous approach to learning, students must have a much stronger voice in what and how they learn. They have to see how what they are learning helps them now and makes them stronger and smarter. They need to be able to explore things that interest them and have teachers around them who can help them see that knowing some science, math, English, history, technology, etc., etc. helps them in their interest areas and improves their life in general.

Third, a vigorous learning environment makes relationships and relevance absolute necessities. Healthy physical and mental energy is dependent upon strong relationships with caring adults helping them engage in relevant and worthwhile learning. The same thing needs to be provided all the adults in the system as well.

Let’s strive for vigorous learning for everyone in the system. Let’s be strength-based, not deficit-based. Let’s be human-centered, not curriculum-centered. Let’s drive learning through vigorous approaches characterized by strong relationships, relevant experiences, and truly deep learning.

The post Rigor or Vigor? What Do We Want For Our Children? appeared first on Getting Smart.

I was headed to bed at midnight when I noticed the glow at the bottom of my 18-year-old daughter Serafina’s bedroom door. 

“Are you going to bed soon?” I asked.

“I just need to finish studying for my math test after I’m done with science,” she said, in the tense and tight vocal tones of someone working beyond fatigue.

In Serafina’s high school years, I felt powerless to relieve her stress as she raced from dance practices to homework to volunteer commitments. But now I know what I wished I’d done sooner: helped her find moments of awe. 

What is awe? Awe is the feeling of encountering vast mysteries that we don’t immediately understand. We find awe in the “eight wonders of life,” everything from noticing someone’s exceptional courage and strength to experiencing the power of nature or feeling transported by soaring music or by the collective movement of people dancing. 

Brief moments of awe are good for us. For instance, research my colleagues and I conducted found that children who felt awe were more generous. They spent more time on a tedious task that benefited refugees and were more likely to donate their reward for participating in the study—a chocolate snack or a ticket to a local museum—to refugee children. Awe also benefited the children themselves by making them feel more relaxed and connected to others.

Once you know what to look for, awe isn’t hard to experience. You can find it in moments of daily living—listening carefully to a thunderstorm, watching documentaries, marveling at the human dramas in a city, or watching the dusk sky turn to night. As for Serafina and me, we instituted a nightly walk before she graduated high school where we ritualistically touched a large cedar tree up the road from our house.  

Don’t think you have to travel to an exotic locale or learn the finer points of classical music to find awe.  

Do pause and look for moments of awe every day and help young people notice them as well. When you go for a walk, notice the large and the small—the canopy of trees as well as the individual flowers and blades of grass. If you’re building a music playlist, add songs that make you feel connected to the larger world. Begin conversations with open-ended questions that point to mysteries rather than answers. Feeling awe is an antidote to our high-stakes, stressed-out, highly competitive times. 

With awe, wonder, and gratitude,

Dacher  

Dacher Keltner, a professor of psychology at UC Berkeley and faculty director of the Greater Good Science Center, is the author ofAwe: The New Science of Everyday Wonder and How it Can Transform Your Life. He also hosts the podcast The Science of Happiness and teaches the online course Awe in Education: Creating Learning Environments that Inspire, Motivate, and Heal.  Previously published on Character Lab.

The post Small Wonders: Finding Everyday Moments of Awe appeared first on Getting Smart.

According to Dr. K, helping students to position their voices should be central to our work as educators and requires us to create the space and conditions for every student to feel seen, heard, and valued. Most importantly, we must help students to position their voices in powerful ways. To do so, we must listen, reflect, and act on what we hear, even when it is hard. Focusing on student voice promotes engagement at every level, builds trust with teachers, addresses equity in the classroom and the wider community, and ultimately contributes to student success.

The My Voice is Powerful Book Series emerged from the Voice Leadership Camp for Girls and Boys. Voice Leadership Camp (VLC) is an evidence-based learning experience for children in grades 1st through 8th. The program focuses on creating a safe space for every student to be seen, heard, and valued.

I spoke to Dr. K about the MViP Book Series, the Voice Leadership Camp for Children, and Voice Positioning Training for Educators. 

Why has voice been such a large part of your work? 

As children, we learn critical lessons about our voice. One of the most prevalent lessons handed down through the generations is, “Children should be seen and not heard.” Recognizing the negative impact of these childhood lessons, I focused my doctoral research at Northeastern University on how they are silent or silenced in schools and communities. Based upon the findings from my research, I have committed my work to helping others position their voices in ways that allow them to harness their power and master their influence. In 2018 I released the book The Voice Positioning System: 7 Ways to Harness Your Power and Master Your Influence. 

Why is it essential to educate our youth about their voice, especially students of color? 

Seventeenth-century educator Johann Heinrich Pestalozzi espoused a “whole-child” approach that emphasized the development of all aspects of a child. I believe that to educate the whole child, we must give voice to their self-worth, self-love, self-esteem, and self-awareness. In addition, every child need self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It is what every child needs!

What made you start the Voice Leadership Camps?

Findings from the 2019 Center for Disease Control (CDC) Youth Risk Behavior Surveillance System (YRBSS) study of middle school students in South Carolina showed the following startling results. 

Across the state, 30% of middle school girls had been electronically bullied through texting, Instagram, Facebook, or other social media outlets. In addition, 45% of girls reported being in a physical fight at some point, while 55% had been bullied on school property. The CDC also reported that 30% of middle school girls had seriously thought about killing themselves, 20% had planned how they would kill themselves, and 13% had attempted death by suicide. 

Findings from the 2019 YRBSS report also showed that 15% of middle school boys had been electronically bullied. Shockingly, 73% of boys had been in a physical fight at some point, and 42% had been bullied on school grounds. The negativity surrounding these youth contributed to their thoughts of self-harm. The report further indicated that 15% of boys in middle school had seriously thought about killing themselves, 9% had planned to kill themselves, and 6% had attempted death by suicide. 

In 2020, Dr. Kimberly Searcy, Senior Facilitator and Curriculum Developer, and I created the Voice Leadership Camp (VLC) for Girls and Boys to intervene in and disrupt these behaviors. VLC is a youth development program that delivers voice positioning education to girls in grades 1st through 8th. In the VLC program, students are immersed in understanding how to harness the power of their voice and master their influence. Through our interactive curriculum, students focus on voice identity, confidence, visibility, ownership, and amplification. Additionally, the curriculum provides voice strategies for building character, setting boundaries, and self-advocacy. 

What is your main goal for the children who participate in VLC? 

Through our research-based curriculum, our overarching goal is to give students the voice tools and strategies they need to gain the courage to stand up, show up, and speak up for themselves. Engaging students in our interactive workbooks and activities helps us to make voice positioning education exciting, engaging, and empowering.

What are some of the results from the VLC program so far?                                                                                                

Our pre-and post-participant surveys show that graduates increase their social and collaboration skills, confidence, self-esteem, and self-efficacy. Graduates also develop peer support networks. In addition, over 91% of graduates report advocating for themselves or someone else because of the program. The most meaningful result is their voice transformation. For example, I want to share a “Dear Voice” letter one of our VLC participants wrote to his voice:

What inspired you to write the My Voice Is Powerful Book Series? 

I wanted to create a voice starter resource to help parents and educators facilitate voice positioning for early learners. I wanted to introduce the foundation for building voice power. As a result, parents, early learning centers, and elementary schools have found tremendous value in including the series in their classrooms and libraries. 

Do you provide voice positioning training for educators?

In 2024, we launched The Voice Leadership Academy. One of the signature learning opportunities of the Academy is to provide voice positioning workshops and training for educators. The goal is to equip and support educators in becoming VOICE Champions for their students. We are currently scheduling consultations with School Administrators interested in bringing our workshops and training to their schools. https://re-sourcesolutions.com/contact/

Andrew Miller from the Association for Supervision and Curriculum Development states “Voice and Choice can allow students to explore their passion and be honored for their ideas and opinion.”  The My Voice is Powerful Book Series, Voice Leadership Camp for Girls and Boys, and Voice Positioning Workshops and Training for Educators help elevate students’ voices in transformational ways!

The post Elevating Student Voice through Voice Leadership Camps and the MViP Books appeared first on Getting Smart.

The Cascades staff shares a beautiful set of values: cultivate belonging, empower individuality, learn by doing, ignite curiosity, embrace challenge, and share joyfulness. 

Traveling School is a week-long Oregon adventure in the fall. This year’s trips included the following destinations: 

• 6th grade: Oregon Coast Exploration in Newport
• 7th grade: Shakespeare in Ashland
• 8th grade: Backpacking in Three Sisters Wilderness
• 9th grade: Water in the West in Southern Oregon
• 10th grade: Coastal Communities in Astoria
• 11th grade: Layers of Place in Mt. Hood
• 12th grade: Land Stewardship in Joseph and the Wallowas

In the spring, Traveling School includes national and international destinations and is designed to focus on the school’s core values and advance social emotional learning.

Upper School Expeditions are trimester experiences supported through purposeful community partnerships. Every other week, the entire upper school departs campus for a three-hour deep-dive afternoon program. In collaboration, students work to inspire goodness, developing meaning and shaping impact.

In addition to enjoying outdoor education on the beautiful Cascade campus, during winter, everyone enjoys weekly ski/snowboard days at Mt. Bachelor. 

The Middle and Upper schools feature personalized and competency-based learning. Cascade was an early member of the Mastery Transcript Consortium. 

Outdoor Discovery Center

Western Michigan supports four seasons of outdoor learning with lakes, great and small, waterways, sand dunes, forests and fields. Based in Holland, Outdoor Discovery Center helps families and school communities access outdoor learning. 

Launched 24 years ago, the ODC Network operates two greenway projects, a watershed clean-up initiative, three nature-based preschools, two nature centers, multiple wildlife preserves, eco-tours, and a land conservation and restoration business. The Network owns over 800 acres and manages an additional 2,000 acres of property. It provides programming to over 100,000 children and works with 30 area schools. 

ODC partnership projects include: 

• Forest School at Holland Christian Schools offers K-4 students time outdoors each day in the wooded Holland Christian campus or local natural areas.   
• STREAM School at Hamilton Middle School is an outside-of-the-classroom semester experience in 8th grade. The waterway experiences connect students to Agriscience and Natural Resources pathways while learning English and science standards.
• Nature-based learning at Holland Heights Elementary (K-5) includes weekly offsite learning experiences and extended time in the community and nature.
• Teen Voices of Fennville is a new design project to better determine what in- and out-of-school learning experiences the community is looking for.
• Another new project is an alternative credit recovery pathway which includes place-based learning, career pathways, and a work-based learning stipend.
• Hope College Global Water Research Institute partnered with the ODC to monitor both lake and stream sites within the Macatawa Watershed.  

EL Education 

Born out of a collaboration between the Harvard GSE and Outward Bound, Expeditionary Learning, now EL Education, is a network of schools committed to mastery of knowledge and skills, character building, and high-quality work. Learning at EL schools results in quality work about genuine problems for a real audience. 

Casco Bay High School in Portland, Maine keeps the school’s goals “clear, ambitious and essential.”  Learning Expeditions are long-term in-depth studies of a single topic that explore compelling social and environmental questions, incorporate vital standards, involve fieldwork, and culminate in an authentic project, product, or performance. 

Casco Bay Quest, a three-night, four-day expedition in outdoor adventure and personal writing,   launches the freshman and senior years. Casco juniors engage in a long-term interdisciplinary project that results in a demonstration of learning. Last spring, in partnership with Acadia National Park, the Class of 2024 researched the rise of green crabs in the Gulf of Maine and its relation to climate change, using scientific data and communication. (See four part series.)

Launch Expeditionary Learning Charter School in Brooklyn is a middle school dedicated to putting students at the center of their learning. At each grade level, students take part in a six-eight week cross-curricular Case Study. 

Launch will expand to serve K-12 learners and will relocate to South Brooklyn’s Floyd Bennett Field in an underutilized national recreation area. Fully realized, this campus, which will house half a dozen exceptional partner organizations, will be able to serve up to 50,000 students per year participating in learning and career pathway programs focused on careers in the green economy.

Zoo Schools 

School of Environmental Studies, on the campus of the Minnesota Zoo, is a magnet school for juniors and seniors that immerses its students in the study of environmental topics and issues.

Science and Math Institute at the Point Defiance Zoo in Tacoma is a great STEM school with built-in internships and outdoor science. (See feature)

Place-Based Schools 

Teton Science Schools in Wyoming is the leader in place-based education 

including a K-12 school, outdoor education programs, a graduate school, and a national network. (It inspired The Power of Place.)

Environmental Charter School (K-12) at Frick Park in Pittsburgh uses its theme to build systems thinkers, explore complexity and develop problem-solving skills in a multidisciplinary, “out-the-door” learning approach that builds active, engaged, and empathetic citizens. Through an innovative, eco-literacy-based curriculum, ECS grows active, engaged, empathetic citizens who are critical thinkers and purposeful agents of change. 

Outdoor Classrooms

Mukilteo Elementary, north of Seattle, makes great use of the Leader in Me program to empower student leadership. They finish each year with a family portfolio picnic where they review quality student work. Students also help to develop a nature preserve with trails and a two-acre outdoor classroom. (See feature.)

Wildwood Elementary School where the campus inspires creative learning and community. An outdoor classroom centered in the school garden engages students to think deeply about the natural systems. Tec D.E.C. (Design, Explore, Create) serves as both a maker studio as well as a STEM-based lab space for hands-on exploration.

For more on outdoor education:

• The Power of Place: Authentic Learning Through Place-Based Education
• Town Hall Recap: Every Place is a Place
• Going Green: National Network Incorporates Sustainability into Teaching and Operating Schools
• Dr. Roberta McFarland on The Magic of Outdoor Education (podcast) 
• Place-Based Learning: Solid Ground in Troubled Waters
• Edible School Yard: A Place to Influence Interdisciplinary Skills
• Place & Peace Based Learning: James’ story

The post Outdoor and Experiential Learning Across the Country appeared first on Getting Smart.

These are hard times for educators. Students are striving to make gains after the biggest disruption to student learning in the history of American education. Students and adults have significant social-emotional needs, staffing shortages are real, and districts are confronting everything from budget shortfalls to political battles. From my own experience as principal of Burroughs Elementary, it is possible to make significant gains in student outcomes and create a joyful, sustaining school culture – by narrowing your focus.

Our school serves a wonderfully diverse community a stone’s throw from the U.S. Capitol in Washington, D.C. When I first became principal, I had these grand ideas of eight or nine initiatives that we were going to focus on throughout the year. But what I noticed as the year went on was that we were not getting great at any one specific thing. It just felt like we were maintaining the status quo.

Around that time our school and area superintendent started working with a coach from Relay Graduate School of Education. She encouraged us to pick one or two areas of focus and stick with them for the year. And she gave us a tool to help with that: A leader’s Playbook, which is both a document and a process that helps school leaders identify their highest-leverage priorities and build their teachers’ skills in those areas. 

We started by looking more closely at student work and classroom practice to identify one or two areas of focus that were likely to make a meaningful difference in student learning. Then we spelled out exactly how we would use our time to build the team’s skills — whether through professional development sessions, weekly team meetings, student work analysis, coaching cycles, and more. Creating a Playbook kept me centered on my priorities and plans to address them – day by day, and week by week.

The first year we tried this we landed on the priority of strengthening small-group instruction in order to provide more targeted instruction. That year we saw meaningful improvements in student learning – something we hadn’t seen the year before. I saw that when you don’t focus on too many things, the team really takes ownership. When the instructional team coaches their peers on just one or two things at a time, both the coaches and the teachers get really good at it. We utilized coaching cycles and planning meetings with teachers that allowed them to grow and thrive. And we had a monthly focus on small-group instruction during staff meetings. And that builds confidence. 

Once teachers became experts in teaching in small groups we shifted focus to more personalized small group instruction. We set up groups based on need and flexibility, ensuring they were meeting students where they were, instead of having them remain in the same groups throughout the year. Later we shifted again to dig deep into student discourse, helping students learn to clearly articulate their ideas, listen to others, and test their thinking – in both ELA and math. Teacher feedback was also crucial here. We worked individually with educators who requested help in this area to provide personalized coaching, to build on top of other priority areas. Student discourse is now one of the cornerstones of our culture at Burroughs, as it not only deepens student understanding of the material but contributes to a collaborative, warm culture. With student discourse now established across grades, we’ve recently prioritized challenging but quick writing tasks, so teachers can monitor and respond to student work more frequently. 

Vicki Bullock, a K-5 Math Instructional Coach at Burroughs Elementary School has seen the value of having students articulate what they are doing, ask questions, and listen to each other – especially in the math classroom. She likes to remind her teachers, “If the students can’t talk about it, they can’t write about it.” Through professional development and feedback sessions, she coaches teachers to ask students,” What do you see? What do you notice?” before they simply dive into solving a problem. Students then learn not just to focus on their own ideas, but to listen to others, which helps expand their thinking and teaches real-world soft skills. 

In October 2023, the nonprofit EmpowerK12 named Burroughs Elementary School a “Bold Performance School.” This was the second year in a row we received the honor, which goes to schools that have made academic strides and serve predominantly “priority students — students designated as at-risk, students with disabilities, and students of color.” We’re really proud of our results – in 2022-23 our ELA proficiency grew by 11%, and math by 17%. 

While not perfect, things are feeling good at Burroughs Elementary. Teachers are in good spirits. The kids are in good spirits. Of course, there are a lot of factors that contribute to school success – from establishing a positive, safe, and structured school culture, to high-quality curriculum, to teacher content expertise, to working closely with our instructional superintendent, Tenia Pritchard, and our Cluster 3 peer schools (two others of which have also been named Bold Performance Schools). We know that prioritization and focus has created a sense of unity and purpose at our school. We give educators the time they need to internalize and refine key skills – a practice we also want to model for our students. We will keep narrowing our focus to the few things at each moment where we know we can improve. We’re in it for the long haul.

LeVar Jenkins is the principal of Burroughs Elementary School, District of Columbia Public Schools

The post Go Slow to Go Fast: Change Through Focus appeared first on Getting Smart.

Education has long been focused on achievement, something that’s tough to square with the loss of schooling due to COVID-19. Both this achievement gap and the accelerated mental health crisis can be combatted through the utility of data and analytical practices. Unfortunately, access to big data and deep analytical methodologies is often limited in the education sector. Creating educational organizations with baseline capabilities of leveraging and analyzing big data marks a shift from being “forward-focused” — where traditional mental models underpin analyses of achievement linear to standards — to “future-focused” — where multiple measures of ability, achievement, strength, cognitive development, and social-emotional wellness are core metrics of success. This holistic shift will facilitate divergent and personalized systems. When I served as Superintendent of Schools, I sought to make these shifts a reality and was confronted with the obstacle of standardized tests. using the Anchors of Innovation Science and Excellence Loop from the Disruptive Effect Model, I was able to design a model for literacy and social-emotional outcomes.

An Interdependent Model for Social, Emotional, and Academic Acceleration

During my tenure as a Superintendent of Schools — where innovation, excellence, and transforming norms reauthored the literacy framework of instruction — I interfaced with academic data and a strength-based rating scale (i.e., Devereux Student Strengths Assessment) to lament pedagogical differentiation in my learning organization. Working with my team, I was able to create and scale Models of the Multi-Tiered System of Support. 

Expectations Gap: At the core of the model, the learning organization must have a deep understanding of every student including knowing their interests and strengths. The expectation for all stakeholders is to provide relevancy through instructional practices that are differentiated for cognitive and social-emotional growth. High-stakes discussions rooted in data from the DESSA allowed for the strengthening of both the literacy model and social-emotional development. For example, one might take linear data sets of standards achievement and interface it with key social-emotional information. This would enable more differentiated and tailored pedagogy for each student. This approach led to academic and individual practices to ensure relevancy in every student’s literacy trajectory. 

Preparation Gap: Learning organizations must unwrap both academic and social-emotional data sets to align strategies for pedagogy to close the preparation gap. In my experience, leaders and teachers held collaborative discussions aimed at fostering positive relationships. In elementary, this looked like teams unpacking data and challenging existing practices to effectively build relationships using cycled formative benchmark metrics. Additionally, social engagement strategies were employed so students could access core content at grade-level expectations. Moreover, having analytics from the DESSA created a pathology where the instructional climate facilitated the opportunity for students to take calculated risks with content that had historically been arduous to access because of rigor demands. 

Performance Gap: A current contention in the standard literacy model is the linear delivery of pedagogical methods and strategies. To reach all learners, applying analytics focused on cognitive growth will challenge the education ecosystem to move beyond mastery of standards. Thus, improving the performance of all to examine data, students, and content with the whole child in mind. The DESSA assisted with unpacking the authentic needs of students specifically with closing performance gaps from COVID-19. Unpacking cognitive abilities through data analytics will germinate culturally relevant learning experiences in each tier of the integrated MTSS framework which will enhance the performance of leadership and classroom practitioners holistically.

Access Gap: As Superintendent of Schools, an educational priority was to create a learning organization where access and opportunity were equalized in all aspects of the instructional model. Creating an iterative literacy model that focused on academic ability and social-emotional success was a paradox for many stakeholders in the learning organization. Through data-informed discussions and culturally responsive pedagogy, the barriers of access were eliminated. Classroom practitioners would target grade-level text for a shared reading activity (i.e., tier I of the MTSS Framework) with content that focused on resilience and self-management skills. This hybrid connected two phenomena – text structure and social-emotional capabilities among students.

Bridging social-emotional and academic data together for analytical analysis will exponentially raise academic outcomes in a culturally responsive manner while contextually accelerating the process of closing the gap on the loss of schooling created by COVID-19.

The post Closing the Loop on Excellence appeared first on Getting Smart.

Visiting One Stone in Boise taught me that school could be about leading and difference making. I learned that young people could be invited into work and roles that matter (to them and their community) and that consequential experiences turbocharge leadership and problem solving (perhaps the two most important skill sets). 

Teresa Poppen launched One Stone 15 years ago as a free afterschool program for Boise high school students. She explained the origin of the studio model: 

Our innovative initiatives grew out of the desire to help students use their voice to change the world. At the starting line for One Stone is Project Good, an experiential service program that mobilizes the power of passionate students to bring real-world solutions to complex issues. Next came Two Birds, our student-led and directed creative services studio. Then we doubled down on entrepreneurship through the launch of Solution Lab, a business incubator for high school students. In each of these platforms we teach and use design thinking—ensuring we are relevant, innovative, and focused on our end user for real results.

Students are “active participants in the governance and direction of the organization” and make up two-thirds of the board of directors. (The featured image is of a One Stone board meeting where Teresa is sitting in back listening to student leaders.)

In the fall of 2016, with support from Albertson Foundation, One Stone opened Lab51, a high school based on the unique student-led culture, rooted in empathy and powered by design thinking.

Lab51 students co-author lab and studio experiences inspired by a beautiful outcome framework. They demonstrate and track progress on a Growth Transcript. Students explore their passions and develop a sense of purpose through Living in Beta, a personal wayfinding program.

One Stone studio learning experiences invite student leadership and value creation. 

Poppen explains, “We are forging an army of good, for good.”

This Boise program and school is a place alive with possibility. It inspired my book Difference Making at the Heart of Learning. It convinced me that inviting learners into work that matters could more than a capstone experience, it could be central to the mission of education.

In November, Teresa Poppen retired as the Executive Director and Ultimate Difference Maker at One Stone. She’s made a big difference in Boise and created a model that inspires educators nationally. I’ve learned something on every visit. 

For more on One Stone see: 

• Not Your Typical Back-to-School Days at Learner-Centered Sites (8/23)
• One Stone Students Serve Up the Glass Half Full (6/21)
• On Building a Network of Schools Using the One Stone Growth Transcript (4/21) 
• The Power of the Pivot (3/20)
• Why Difference Making is the New Superpower (4/20)
• Living in Beta: One Stone’s Pilot Results Are In (8/21) 
• Living in Beta: New Advisory Program Helps Teens Learn With Purpose (10/20)

The post One Stone: Forging An Army of Good  appeared first on Getting Smart.

Embark Education is a competency-based school driven by the authentic integration of learning in projects at our enterprise, Pinwheel Coffee and co-authored learning experiences. My own collaboration with a group of learners has brought a transformative and deeply personalized dimension to learning. Rather than design and ask my colleagues for feedback through tuning protocols, I co-created a learning experience with learners in an effort to support them as they explore how to courageously inquire, engage, and discover a sense of self. Learners are not only the intended audience of instruction and engagement, but primarily, deserve a space and voice to best target personalized support, realize what is possible for all learners during the course of a project, and manifest more eloquent, nuanced pathways to learning that our adult minds would not have fully devised, appreciated, nor comprehended as possible. 

These learners, who have already engaged in empathy exercises, prototyping, and community partnerships throughout the last few months, have selected family recipes that hold special significance to them. As we finish out these last two weeks before winter break, we step back to recognize the intricacies of their cultural and community memories and incorporate these elements into the curriculum to promote diversity, equity, inclusion, and belongingness.

Our project is a collective endeavor, and as the co-designer of this curriculum, I have found inspiration in the diverse backgrounds and experiences of our learners.

Sharing Personal Narratives

In the heart of our journey toward understanding empathy and the power of storytelling, I began by encouraging learners to explore their personal narratives during the inaugural storytelling session, as if we were in Week 1 of the actual project. These stories offered a window into the rich tapestry of their cultural heritage and the enduring presence of their communities. Quickly, the theme of ‘recipes’ began to emerge. 

In this collective exploration of cultural memory, our learners were invited to share the stories, which have been passed down through generations. These narratives, steeped in the flavors, aromas, and love of family kitchens, evoked an intense sense of belonging, an understanding of the connection to one’s roots, and a growing awareness of the importance of community in preserving and celebrating our diverse traditions.

For these learners, the act of sharing these stories was akin to flipping through the cherished pages of a well-worn family recipe book. These recipes are not mere lists of ingredients and instructions – which, at minimum, would still offer wonderful applications in quantitative reasoning through ratios, proportions, and conversions – rather, they were the vessels of each learner’s cultural history, a testament to the endurance of traditions, and a symbol of the enduring power of food to bring people together.

Just as Grandmas Project beautifully showcases the stories of grandmothers from around the world, our learners brought forth their own family narratives in the ideation phase, revealing the universal importance of food as a means to bridge the gap between generations, cultures, and individuals. It’s in the recipes handed down from mother to child, grandfather to grandchild, that we discovered a shared humanity—a warmth that transcended community borders and various languages.

The NPR article, “Carrying on a Family Recipe in Your Own Way,” exemplified the idea that these recipes are more than just instructions; they’re a living testament to our ability to adapt, innovate, and express our unique identities while still honoring our heritage. Our learners critically evaluated the content of this article, along with several others with similar themes, to seek out a deeper why, apply analysis and critical thinking, and make connections in and outside the classroom. 

As a learning facilitator, I actively participated in and guided discussions that were, at times, challenging, such as when addressing the understandable questions regarding changing culinary traditions between themselves and their grandparents, and at other times, revelatory, as was the case when these middle school students were able to consider the macro-level inequities that have historically uprooted generations of families living throughout various neighborhoods of Denver.  

Facilitating Critical Analysis

The exploration of historical and systemic inequities briefly introduced above took us on a journey that extended beyond the kitchen and into our very neighborhoods. The diverse perspectives and backgrounds of our learners serve as a foundation to enrich our understanding of how belief systems, policies, and ideologies have transformed over the years, particularly in the context of culinary traditions. Yet, this transformation isn’t isolated; we needed to make the connection with broader societal changes, including issues like gentrification, migration, and shifts in public perception.

As we ventured into the complex terrain of gentrification, we courageously faced the consequences of urban development that have unfolded over decades. Gentrification often occurs when once-neglected neighborhoods experience an influx of wealthier individuals, leading to changes in real estate values, public education, and public perception of neighborhood safety and value. It is understandable to believe that learners at this age cannot fully comprehend the weight of such a topic (or should); yet, I found it essential for them to understand the intricacies of this phenomenon without indoctrination but through factual, illuminating exploration.

To facilitate this exploration, I drew on valuable resources like the New York Times’ interactive guide, which offered insights into how neighborhoods in New York City have evolved. Learners examined data and articles that reveal the shifts in real estate values, population demographics, and the subtle ways marketing strategies have influenced people’s perceptions of various neighborhoods. Furthermore, we introduced the concept of redlining through University of Richmond’s Panorama, which provides a historical context on how discriminatory lending practices in the past have shaped neighborhoods and reinforced racial inequities. This resource offered a concrete example of how systemic racism has had long-lasting impacts on neighborhoods like ours in North Denver. Lastly, we explored urban displacement and its cultural, commercial, and industrial aspects using the data available at the Urban Displacement Project. This allowed learners to grasp how communities have been affected by shifting demographics, changing economies, and redevelopment efforts.

My role as facilitator was to guide our learners through these materials, fostering a balanced and evidence-based understanding of how gentrification and related issues impact communities. By encouraging them to think critically and analyze their own shifts in perspectives, I hoped to empower them to navigate nuanced discussions with empathy and respect for diverse viewpoints. This approach enabled learners to make informed connections between their personal experiences and the broader theme of inclusivity, and additionally, equip them with the tools to critically evaluate societal changes in their neighborhoods. Ultimately, the achieved goal was to instill a sense of agency in our learners to participate in creating more equitable and just communities for the future.

Collaboration in Cookbook Creation

Our journey in creating a cookbook that encapsulates the cultural richness and diversity of our learners’ family recipes took an exciting turn as we developed a continued partnership with the Shop at Matter, an independent, Black- and woman-owned design consultancy, letterpress workshop, and bookstore that uses joy and love as acts of resistance. This collaboration amplified the value of our project, adding an enriching layer to our exploration of communication competencies and the art of storytelling through food.

The learners actively engaged in the cookbook creation process, drawing on their experiences and personal connections to the chosen family recipes. As the project unfolded, learners were given the unique opportunity to delve into the history and significance of these recipes, and to share them with a wider audience, fostering a deep sense of pride and ownership. How did we plan to do this during the actual project? We drew inspiration from Ladson-Billings’ vision of parent “artist or craftspersons-in-residence” as outlined in But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy. Recognizing the invaluable contributions parents can make to the educational experience, our co-design journey extended to anticipation invitations to parents to be integral members of the educator team. This collaborative endeavor aligned with the collective vision of creating a more inclusive and diverse learning environment.

In implementing this offering, we explored a commitment during the project to promote racial literacy, utilize inclusive language, and provide virtual options to ensure broader and more accessible participation. Acknowledging the importance of diverse perspectives, we wanted to create a space where parents could share their unique skills, knowledge, and experiences, contributing to the rich tapestry of this learning experience. This approach not only aligns with Ladson-Billings’ framework, but also emphasizes the principles of equity, inclusion, and embracing the varied expertise that parents bring to the educational journey.

As we contacted and developed partnerships with local culinary academics and community kitchens, learners found themselves hands-on in the process of crafting and documenting these recipes. This approach ensured the authenticity and accuracy of the cookbook, from ingredient lists to cooking instructions. As they kneaded, stirred, and sizzled, learners not only gained culinary skills instructed through the expert knowledge of older family members and community members, but also a profound understanding of the cultural and historical contexts that infuse each recipe. This hands-on experience not only fostered a sense of empowerment but also provided the communication competency of “developing ideas,” as learners gathered insights from their research and shared the cultural and historical context behind each dish.

In the realm of communication competencies, our project’s additional goal is to emphasize the process of learning, not just the end result. The “organize thoughts” competency was honed as learners sequenced ideas, evidence, and events to create a coherent narrative within the cookbook. Varied transitions helped connect the rich stories and origins behind each recipe, making the book an engaging read. Learners also grasped the significance of crafting logical introductions and conclusions that offer insight into the cultural significance and implications of each dish.

The “Use Language” and “Address an Audience” competencies were intertwined as learners mastered the art of selecting the right words and tone to convey the essence of each recipe. Naturally, their audience ranges from fellow learners to a broader community eager to explore diverse culinary traditions. Thus, they understood the importance of adapting their language and style to cater to the purpose, task, and audience. Given that we’re living in a digital age whose language is best understood by learners of this age group, they also utilized various media tools to effectively share their stories, justifying their choice of medium to reach their audience. As a result, the presentation and product supported audience engagement and understanding, allowing their culinary narratives to come alive. Lastly, the “Deliver a Message” competency involves using verbal and nonverbal language to interact with an audience effectively. In the last few weeks, learners presented their dishes with passion and authenticity, incorporating appropriate body language and speaking skills to engage their audience. This was top of mind in a reflection by Mark Gabriel, Director of Adult Learning Experiences at Embark Education, after experiencing the aforementioned workshop with What School Could Be: “Experts in their field were being taught about learner-centered education by our learners and while it was so impressive, it was like the learners didn’t even realize how amazing their work was because it is so natural to them. It really showed how special Embark is!”

Learner’s Role in Transformative Learning

At Embark Education, I’ve discovered that the magic unfolds when learners actively shape their educational experiences, fostering inclusivity through shared narratives. Below, I offer a generalizable step-by-step process to begin a journey where students take the lead in crafting a personalized, nuanced, and deeply meaningful learning adventure. Finally, be sure to look for a follow-up article after this project’s completion in February, as I’m excited to unveil this project with our whole learning community!

Step 1: Embrace Student-Centric Integration

Encourage learners to actively contribute to the curriculum design, tapping into their diverse backgrounds and experiences. In our co-design project, learners brought forth their unique perspectives, shaping a project that reflected their collective vision and interests. Josh Reppun reflected on this phase of the process, noting, “As the host of the What School Could Be Podcast, and now with 117 episodes under my belt, I have heard what feels like hundreds of incredible examples of real world, student-driven learning. This Embark family recipe project just might take the cake, no pun intended. The extent to which Jimmy’s students have taken the learning deep into their communities is truly remarkable. They embarked on a journey together that will surely resonate over their entire collective lifetimes. What a gold star example of deeper learning!”

Step 2: Unlock Personal Narratives Through Storytelling

Initiate a journey toward empathy and storytelling by prompting learners to delve into their personal narratives. Family recipes, as showcased in our project, became a powerful tool to connect learners to their cultural heritage, community, and shared human experiences. Adam Haigler, Co-founder and COO of Open Way Learning, has been a close mentor and friend throughout my time as an educator, which has led me to this second step. In fact, my developing competency in this educational approach is due to his insight and guidance, believing that culturally revitalizing and place-based education “is the perfect vehicle to explore our respective places. The ingredients of the instructional model encourage us to explore our communities, bring in authentic contexts, and present our findings publicly. The intersection between co-designed learning experiences and place-based learning is a natural fit.” When I asked him how he would lead a similar co-design exercise with learners, he responded, “We do this by first asking what makes our place unique and what problems our students might be able to solve around us. We use co-designed projects as the model that structures our exploration and helps us build toward significant contributions to the community with the authentic context it provides. Co-designing with students pushes us to create a collaborative culture and the community becomes a key collaborator.”

Step 3: Cultivate a Tapestry of Perspectives

Transform your curriculum by recognizing the significance of personal narratives beyond cultural boundaries. Just as in our project, where family recipes became a celebration of diversity, consider incorporating elements that resonate universally, fostering a rich tapestry of perspectives.

Step 4: Facilitate Inclusive Discussions

Take on the role of a co-facilitator, allowing learners to lead discussions on inclusivity, diversity, equity, and belonging. In our project, this step brought authenticity to our conversations, allowing learners to reflect on their identities within the broader context of DEIB. As Jennifer D. Klein noted throughout our preparation and virtual educator workshop, “I loved being part of students’ growth when it came to engaging new audiences with their ideas and learning. The first time we met virtually, it took a little while for learners to open up and share more than just a word or two. As Jimmy drew them out with questions and encouragement, and as I modeled transparency and vulnerability myself, they leaned into sharing more about their narratives and experiences. Everyone who attended our later event on What School Could Be noted that it was like being in on a conversation among students who were fully empowered—not just to follow their teacher’s lead, but to follow their own sense of purpose, which was beautifully grounded in who they are and the neighborhood they’ve grown up in.”

Step 5: Venture into Critical Analysis Beyond Subject Boundaries

Extend your exploration beyond the subject matter, engaging learners in critical analysis. Utilize real-world issues, as we did in our project, to empower learners to think critically and analyze societal changes. This approach is adaptable to a wide range of subjects.

Step 6: Foster Collaborative Creation

Elevate your project by encouraging collaboration, potentially through partnerships with local businesses or organizations. In our experience with the Shop at Matter, this collaboration enriched our exploration of communication competencies, adding a layer of real-world application to our project. As the shop owner, Rick Griffith, noted, “Learning what’s important to the young people we’re working with and actively incorporating their ideas into this project is really important to building trust as a primary currency in learning (and teaching in systems) that I don’t take for granted. It’s with these small amounts of trust that we can get the active participation of more young people in their experience. This is both exciting and deeply moving for me.”

Step 7: Personalize Learning with a Real-World Touch

Insert yourself into the curriculum to enhance the learning experience and promote broad principles. Facilitate discussions on privilege and equity, engage in critical analysis of various perspectives, and inspire civic engagement. Your journey and experiences serve as valuable assets in creating a vibrant and inclusive learning environment.

Jimmy McCue is an Educator at Embark Education.

The post How to Co-Design Curriculum: Fostering Inclusivity through Shared Family Narratives appeared first on Getting Smart.

Here is the latest list of can’t-miss education conferences for your 2024 planning:

FETC

January 23-26, 2024; Orlando, Florida

FETC is the largest national independent EdTech conference discussing tech trends, strategies and best practices for student and school success. This annual event will focus on the Future of Education Technology and gathering a group of dynamic and creative education professionals from around the world for an intensive and highly collaborative event exploring new technologies, best practices and pressing issues.

BETT

January 24-26, 2024; London

With almost 30,000+ attendees from 123+ countries, representing 600+ leading companies and where 5,000+ people connect, BETT is the world’s largest EdTech conference. Taking place in London, BETT believes in creating a better future by transforming education. This conference is premium, inclusive and game-changing. At every level of education, the themes for BETT  are based on the real needs of the education community, from the tech-nervous newbie to the cool geeky early adopter. BETT themes at the heart of education.

TCEA

Feb 3 – Feb 7, 2024;  Austin, TX

Spanning five days with over 700 sessions and workshops, TCEA is the largest state convention and exposition in the US. TCEA’s Convention & Exposition is the place to meet industry peers, collaborate with other educators, and build a tight-knit, professional learning community. 

Digital Learning Annual Conference

February 26-28, 2024; Austin, TX

DLAC aims to bring together practitioners working on real change and is designed for a wide range of attendees, including educators, companies, non-profit organizations, researchers and state education agencies.

AASA National Conference on Education

February 15-17, 2024;  San Diego, CA

This year’s Conference highlights the crucial role that public school superintendents play in creating a supportive, inclusive, and empowering educational environment that meets the diverse needs of all students. By keeping the students at the center of everything we do, we can work together to create a better future for them and for society.

At this conference, researchers, educators and practitioners will experience personal growth, enjoy time for connections and find joy in discovering new research and strategies. 

Green Schools Conference

March 5-7, 2024; Santa Fe, NM

The Green Schools Conference (GSC) brings together everyone involved in creating and advocating for green schools, with a focus on those leading their schools and school systems toward whole-school sustainability. Attendees explore interdisciplinary content in general sessions and collaborate with peers to address specific challenges, exchange best practices, and enhance green school initiatives nationwide.

SXSW EDU

March 4-7, 2024; Austin, TX

The internationally recognized SXSW EDU will include four days of sessions, workshops, learning experiences, mentorship, film screenings, policy discussions and so much more all aimed at impacting the future of teaching and learning. The event will host hundreds of sessions and speakers and continues to stand out as a true thought leadership summit. Check out our live podcast from SXSW EDU 2022 and some of the conversations we recorded at SXSW EDU 2023

We are excited to be a media partner at this event, as well as the co-presenters on a number of sessions! 

CUE Conference

March 21-24, 2024; Palm Springs, CA

At the 2024 Spring CUE Conference in Palm Springs, educators will unite to ignite inspiration, foster connections, and explore cutting-edge teaching techniques and educational technology for their classrooms.

CUE is the largest and oldest EdTech conference in California and is targeted towards educators and EdLeaders looking to advance student achievement by using technology in the classroom. The conference has been a go-to event for educational innovation for almost 40 years and provides a best-value, three-day experience for thousands of educators.

Carnegie Foundation Summit on Improvement in Education

March 24-27, 2024; San Diego, CA

Since 2014, the Summit on Improvement in Education has developed a vibrant learning community by engaging diverse groups of educational professionals—such as school and district leaders, staff from charter management organizations, leaders in state departments of education and professional organizations, entrepreneurs, faculty from higher education organizations, students, parents, and community leaders—in service of addressing complex problems and issues of inequity in educational outcomes.

Deeper Learning Conference

March 26-28 2024; San Diego, CA

Deeper learners from around the world gathered for this beautiful reminder of why educators do this work, and of the limitless potential of schools to be places of hope, healing, and inspiration. DLC has been running incredible gatherings for over a decade! Here’s a recap from our time at the DL2018.

School Climate and Culture Forum

Multiple Dates; Multiple Locations

The Summit offers 4 or more topic-specific conferences so you can learn from experts and colleagues throughout North America. These multi-day events provide an opportunity for administrators, teachers, counselors and other educators to learn about new insights and strategies for reaching and teaching students.

NSBA (National School Boards Association)

April 6-8, 2024; New Orleans, LA

The NSBA Annual Conference and Exposition is the one national event that brings together education leaders to learn about best governance practices, gain insight into child development and learn about new programs and technology that can help enrich student learning. This event is one of the few—if not the only—places where school board members from around the country can receive the training necessary to address the instructional needs of students and how to improve the efficiency of district operations.

CoSN

April 8-10, 2024; Miami, FL

CoSN is the conference to attend if you’re a district tech director or leader to reimagine, redesign and renew. Attendees should be prepared to renew your commitment to advancing digital learning and let the Three “R’s” serve as a collective Call to Action. 

ASU+GSV Summit

April 14-17, 2024; San Diego, CA

This annual conference is the “only conference during the year where you’ll have access to the smartest and most influential Learning & Talent Tech minds from around the world.” The three-day event will host world class speakers in business, entrepreneurship, higher ed and education innovation. Here is our recap of the 2021 summit.

SMU +GSV Mission Summit

May 22-24, 2024; Dallas, TX

The SMU+GSV Mission Summit is an event to accelerate ideas that combine “purpose and profits”. Capitalism needs a refresh. It is our belief that the leading companies of tomorrow will have the ambition of a for-profit and the heart of a non-profit. Join global leaders from across investment, government, entrepreneurship, and philanthropy communities to shape the future of business.

ISTE

June 23-26, 2024; Denver, CO

As the “epicenter of edtech,” ISTE Is where educators and school leaders go to learn about new tools and strategies. This event boasts endless learning opportunities perfect for industry reps, teachers, tech coordinators/directors, administrators, library media specialists and policymakers.

PBL World

June 24-27, 2024; Napa Valley, CA

PBL World is a multi-day Project Based Learning conference presented by PBLWorks. This event brings together educators – K-12 teachers, instructional coaches, school and district leaders – who want to begin and advance their Project Based Learning practice, and connect with a community of their peers. 

ASCA Annual Conference 

July 13-16, 2024; Kansas City, Missouri

Join thousands of school counseling professionals in Kansas City, Mo., for the premier school counseling professional development. Learn, network and re-energize yourself.

Uncharted Learning National Summit 2024

July 16-17, 2024; Chicago, IL

Uncharted Learning’s member schools and guests gather in Chicago’s tech and food hub, the Fulton Market Neighborhood, for two full days of entrepreneurship-focused, master-class-style workshops and events. The festivities conclude with the 2024 INCubatoredu National Student Pitch and Student Showcase on July 17.

JFF Horizons

July 22-23, 2024; Washington, DC

Expect to envision new ideas and capture insights through our workshops, panels, and interactive discussions at this event where more than 1,000 leaders, funders, innovators, workers, learners, and more will share their expertise. Leading thinkers and innovators transforming the education and workforce systems will join forces at this annual summit.

Big Picture Learning Big Bang

July 22-25, 2024; Memphis, TN

Big Bang is Big Picture Learning’s annual conference on student-centered learning, an intergenerational collaboration where students, educators, leaders and partners come together as equals to learn from one another and from our host community. In a nutshell, it’s a celebration. Check out our podcast about our recent Big Bang attendance. 

PLTW Summit

October 3-5, 2024; San Diego, CA

PLTW Summit will continue to be offered every two years in the fall. Mark your calendars for time to connect with STEM educators from across the country where you’ll be a part of transformative professional development approaches and connect with Master Teachers, PLTW partners, classroom vendors, and peers.

Aurora Symposium

November 3-5 2024; New Orleans, LA

Aurora Institute’s annual conference is the leading event for K-12 competency-based, blended and online learning. With hundreds of sessions, it brings together experts, EdLeaders and educators to explore next-gen learning for K-12 students. Here are 10 reasons to attend.

National Rural Education Association Conference

October 31-November 1, 2024; Savannah Georgia

The Rural Schools Conference has been designed to create an environment for collaboration and innovation with a diverse community that includes, national experts, K–12 and higher education practitioners, leading researchers, policymakers, and philanthropic leaders. The goal is to help communities innovate and leverage local assets to create meaningful learning experiences for rural students.

Big Picture Learning: Front Range Leadership

December 2024; Colorado

The annual Big Picture Learning Leadership Conference aims to empower leaders to build strong connections with individuals, communities, and networks to enhance, sustain, and elevate their work. Leaders engage with peers through school tours and advisory sessions to discover valuable tools, innovative ideas, and resources for effective implementation. The ultimate objective is for leaders to rejuvenate and strengthen themselves, enabling them to lead with love, care and vulnerability. 

National Alliance of Black School Educators

Date coming soon…..

The National Alliance of Black School Educators (NABSE) is the nation’s premier non-profit organization devoted to furthering the academic success for the nation’s children – particularly children of African descent and host an annual event with over 50 years of leadership and learning. 

HipHopEd Conference

Dates and Location TBD

The annual HipHopEd Conference is a unique event that brings together educators, school leaders, students, and community members to explore the intersection between hip-hop and education. This conference is the premier event in the field of hip-hop and education, and it is dedicated to advancing innovation, scholarship, and practice.

At the HipHopEd Conference, participants engage in workshops and keynote sessions that showcase the latest research, practices, and trends in hip-hop education. The conference is designed to create a space and community where hip-hop educators can gather, connect, and collaborate to reimagine education. Practitioners and scholars present workshop presentations and peer-reviewed papers that exemplify the conference theme. The HipHopEd Conference is not your traditional education conference; it includes student performers and highlights the creative elements of hip-hop culture. 

Education Leaders of Color National Convening 

TBD

At the EdLoC conference, bright spots where change-makers, entrepreneurs, and cross-sector collaborations are dismantling systemic barriers and transforming life trajectories in our communities are on the stage. Presenters and attendees will have space to demonstrate, discover, and discuss how their organizations, programs, advocacy, and/or models are supporting young people and communities of color in earning more, building wealth, and thriving.

Did we miss one of your favorites? Let us know in the comments!

The post Can’t Miss Education Conferences in 2024 appeared first on Getting Smart.

Fortunately, in late 2019, that changed. District Superintendent Jeff Elstad partnered with Wold Architects and Engineers (Wold) to lead a series of community design sessions to get at the heart of what a new high school could mean for Owatonna. Alongside Wold partner Sal Bagley, they sought to get alignment on “why are we building a high school?” and “what are our community/workforce needs?” Eventually, they arrived at building a high school that focuses on community pathways and, critically, meeting the demand of local employers (trades and manufacturing).

“After the early 2019 vote fell just short, I spent some time getting to know the no-voters, listening to their concerns. You know, depending on the community, referenda often has to say no first to get to yes,” said Superintendent Elstad. 

Gathering the Community

First, the District and Wold conducted research and determined that career pathways needed to be a core focus in the community. Even before the pandemic there was a huge gap between the local employer demand and the number of high school graduates who were prepared to fill the roles. Using this as a north star, the leaders assembled a community task force consisting of ~25 members and multiple high school students to vote on whether a new high school would be most likely to satisfy this need. 

Once that decision had been made, a core planning group was assembled. This team helped design the building and consisted of predominantly school staff and both high school and middle school students who got the opportunity to design their prospective high school. Community and faculty listening sessions were critical in shaping the design of the new school. With the support of local foundations, they were even able to build a community meeting space for after-hours and weekend usage by the greater Owatonna community. 

Pathways through Partnerships

Regardless of the referenda, this school could not have been built without business partnerships. After the bond passed, an additional $26 Million was donated from local business partners, making it one of the largest gifts a public school has received and paving the way for community pathways and recognition. Federated Insurance, headquartered in Owatonna, donated $20 million plus the land for the new high school. The Lehner Corporation donated furniture and equipment to the school’s music space. The Mayo Clinic donated nursing equipment to support the nursing program. As of the 23/24 school year, there are 85 students in pursuit of nursing degrees as high school students.

Part of the pathways program is student internships, coupled with 40 hour mentorship programs. Before graduation, each student has at least two internship opportunities at Owatonna High School and these programs support career pathways toward nursing, culinary arts, digital fabrication, science and engineering, publishing and digital content creation. 

“Currently, we have a great relationship with Federated Insurance,” said Brian Coleman, Owatonna Career Pathways Navigator. “They provide internship opportunities in both the fall and spring semesters.  The positions range from Life Operations, Custodian, Print Center/Stockroom, Policy Assembly, Business Coordination Center, IT, Customer Accounts and Accounting.”

The district also has a growing exploratory middle school design. All 8th-grade students take a semester-long course called College and Career Readiness which meets for 82 minutes every other day. In this class, students take an interest inventory, explore post-secondary options, and work with Junior Achievement presenters on career readiness. 

Through innovative partnerships and career awareness models, Owatonna is setting an example for what it looks like to build a school that serves the community’s student needs, economic needs and future. 

The post Owatonna’s New School Sets Eyes on Local Pathways appeared first on Getting Smart.